Theory, basic knowledge and skills, and practical applications combine to ensure pre-service and in-service teachers have all that they need to make diagnosis and improvement an integral part of their reading programs. Based on the authors' premise that when assessment and instruction are central to a reading program, children's reading improvement will occur, the book sets the stage for effective reading diagnosis and improvement, describes various assessment measures teachers can use to assess and diagnose students' reading performance, and presents reading content and instruction. Comprehensive, practical, and comprehensible, this new edition is updated and substantially revised in light of the new discoveries related to reading assessment and reading instruction.
Michael F. Opitz
A former elementary school teacher and reading specialist, Dr. Michael F. Opitz is currently a professor of reading at the University of Northern Colorado where he teaches undergraduate and graduate literacy courses and works with doctoral candidates. He is the author and coauthor of several books on such topics as comprehensive and English language learners, ways to enhance listening comprehension, cross proficiency levels, means for reaching readers, strategies for guided reading, literature and language play for phonological awareness, and literacy instruction for culturally and linguistically diverse students. Michael is also an author of a supplemental reading program aimed at engaging boys with reading, a supplemental literacy program, an intervention program tailored to children who need additional help with reading, and a reading program designed to help children who need additional help with reading among others. His articles appear in professional and trade journals. Dr. Opitz works in selected classrooms in the US and abroad planning, teaching and evaluating demonstration lessons focused on different aspects of literacy; provides in-service and staff development sessions; serves as a consultant; and presents at state and international conferences.
James A. Erekson
Dr. James A. Erekson is an assistant professor of reading at the University of Northern Colorado where he teaches undergraduate and graduate literacy courses and works with doctoral candidates. He has extensive K-12 classroom experience, including first through third grade literacy teaching, and running a middle school reading intervention program. Dr Erekson’s professional background in Learning and Development has helped him stay focused on the needs of learners in educational settings. He has also taught college-level language courses, with experience in five languages besides English. His research publications appear in national and regional literacy journals, he provides in-service and staff development sessions, serves as a consultant, and presents at state and international conferences.
Dorothy Rubin has a Bachelor’s degree and a Master’s degree from Rutgers University, and she has a Ph. D. from John Hopkins University. She has written many textbooks for teacher education and for student learning. She has also taught reading through the elementary grades. She is an authority in all aspects of reading instruction as well as vocabulary development. Currently, she is a Professor Emerita with the College of New Jersey.
Part 1 Setting the Stage
1 What is Reading Diagnosis and Improvement?
2 Teaching for Reading and Improvement
3 Developing a Knowledge Base about Tests, Measurement, and Evaluation
4 Factors that Affect Reading Performance
Part 2 Assessing Reading
5 Using Informal Assessment Techniques across the Grades
6 Using Standardized Assessments across grade levels
7 Assessing and Teaching Early Literacy
8 Listening in on Students’ Oral Reading
Part 3 Content and Instruction
9 Using Texts to Help Children Advance as readers
10 Helping Children comprehend
11 Helping Children Acquire and Apply Vocabulary
12 Helping Children Apply Phonics
13 Learning Strategies and Study Skills
14 Partnering with Parents
15 Putting It All Together
Appendix A Constructing an Informal Reading Inventory
Appendix B Informal Reading Inventory
Appendix C Teacher’s Resource Guide of Language Transfer Issues For English Language Learners
Appendix D International Reading Association Commission on Response to Intervention